Grade 4: Unit 4.G.A.

1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle
Lesson Plan: Parallel, Perpendicular, & Intersecting Lines

(This lesson should be adapted, including instructional time, to meet the needs of your students.)

Background Information

Content/Grade Level Mathematics/4th Grade

Domain: 4.G. Geometry

Unit/Cluster: 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Lesson Topic Understand lines, angles, and shapes. Understand how to classify shapes based on lines and/or angles of
the shape.

Essential Questions/Enduring • How can lines, angles and shapes be described, analyzed, and classified?
Understandings Addressed in the • How do different types of lines (parallel, intersecting, and perpendicular) connect to form two-
Lesson dimensional shapes?
• How do we use concepts of angle measurement to classify angles?

Focus 4.G.A1 – Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two-dimensional figures.

4.G.A.2 – Classify two-dimensional figures based on the presence or absence of parallel or

perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles
as a category, and identify right triangles.

It is critical that the Standards for Mathematical Practice are incorporated in ALL lesson activities
throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practices will be
evident in every lesson. The Standards for Mathematical Practice make an excellent framework on which
to plan your instruction. Look for the infusion of the Mathematical Practices throughout this unit.

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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle
COHERENCE Across-Grade Coherence: Content Knowledge from Earlier Grades

2.G.A.1-Recognize and draw shapes having specified attributes, such as a given number of angles or a given
number of equal faces.2 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes
3.G.A.1-Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share
attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and
draw examples of quadrilaterals that do not belong to any of these subcategories.

Within-Grade Coherence: Content from Other Standards in the Same Grade that Provide
Reinforcement

4.MD.C.5 Geometric measurement: understand concepts of angle and measure angles.

4.MD.C.5.Recognize angles as geometric shapes that are formed wherever two rays share a common
endpoint, and understand concepts of angle measurement:
a. An angle is measured with reference to a circle with its center at the common endpoint of the
rays, by considering the fraction of the circular arc between the points where the two rays
intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,
and can be used to measure angles.

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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle

RIGOR Conceptual Understanding- Students will use their understanding of angles from previous grades work
with the angles in the two-dimensional shapes identified in the grade 2and 3 standards. They will then use
geoboards to more deeply understand the definition of the terms, “points”, “lines”, “line segments”, “rays”,
“angles” (right, acute, obtuse), and “perpendicular and parallel lines”.
Procedural Skill
Students will use their conceptual understanding of points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines.as they identify them in everyday objects

Modeling/Application Students will draw representations of points, lines, line segments, rays, angles
(right, acute, obtuse), and perpendicular and parallel lines found in everyday objects.

Student Outcomes Students will classify and recognize intersecting, perpendicular and parallel lines.

Method for determining student Use the warm-up as a pre-assessment.

readiness for the lesson

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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle

Learning Experience

Which Standards for Mathematical Practice(s)

Component Details does this address? How is the Practice used to
help students develop proficiency?

Warm Up Materials Needed: SMP 2: Reason abstractly and quantitatively by

• Chart Paper correctly sorting the shapes.
• Marker
• Resource Sheets 1A Shapes for Sorting (One set of SMP 3: Construct viable arguments and critique
shapes for each group) the reasoning of others by looking at the shapes
• One blank sheet of paper (preferably 11 x 14) for in the categories based on the line segments.
each group
• Resource Sheets 5A&B: Vocabulary Cards (for use
with ELL students, if needed)
• Math Journals
• Pencils

Open Shape Sort:

• It is suggested that the teacher print the shapes on
cardstock. Then pre-cut and laminate shapes for
future use.
• The teacher will create a 4 box chart on chart paper.
• The chart paper should be blank but the 4 categories
for teacher reference are parallel, perpendicular,
intersecting, none of above. These categories will be
used and revealed at the end of the warm-up.
• Arrange students in groups of 4 or 5.

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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle

• Each group will receive a set of shapes that the

teacher has cut out from Resource Sheet 1A and one
blank sheet of paper.
• Each group will decide how they will sort their
shapes on the blank paper. Then they will share their
method with the class.
• Note to Teacher: During this time, the teacher
should record the different methods used to sort the
shapes (on the board or on chart paper). Students
may sort by the number of sides, the types of lines,
or types of angles. Encourage students to ask each
other questions about how they sorted their shapes.
Remind students of how they classified shapes into
different categories (rhombuses, rectangles, etc.) in
3rd grade (3.G.1). Inform them that they will now
classify their shapes by the types of lines of each
shape.

Motivation Discovery Lines: SMP 2: Reason abstractly and quantitatively by

• Display the chart paper, divided into 4 boxes. The correctly sorting the shapes based on line
boxes should not have labels at this time. segments.
• The teacher will call up the first student who will
place the shape in a box. That student will call on SMP 3: Construct viable arguments and critique
another student, with a different shape. The second the reasoning of others by looking at the shapes
student will decide whether to place his/her shape in in the categories based on the line segments.
the same box as the first shape or place it in a
different box, based on the types of lines in each
shape.

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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle
• The second student will pick the next student, and so
forth. The students will continue to sort the rest of
the shapes based on line properties. As each student
places the shape in a box, he/she should explain their
reasoning.
Teacher Note: During this time possible to questions to ask
the students may be:
• Why did you choose to place your shape in that box?
• Could your shape be placed in more than one box?
Why or why not?
• What do all the shapes in each box have in common?
• Explain to students that because they share a common
attribute, these lines have a name.

• Then the teacher can reveal four categories and

define parallel, perpendicular, and intersecting lines.
Students will write these in their student journals.

o Parallel: two lines that are always the same

distance apart.

o Perpendicular: lines that intersect and form

right angles.

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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle
o Intersecting: lines that pass through the same
point.

o Line Segment: part of a line that has 2

endpoints.

o Line: straight path that goes on and on in 2

directions.

• The students will conduct a lines scavenger hunt

around the classroom to find real world examples of
parallel, perpendicular, and interesting lines.
• The students should record the names of the real
world examples in their math journal, identify the
types of lines it has, and explain why they classified
the object as having parallel, intersecting, or
perpendicular lines.
• Share some objects with the class and have the
students discuss what they notice about the lines.

Activity 1 • Multiple Means of Representation: pre-teach • 5: Use appropriate tools strategically by

vocabulary and symbols, especially in a way that having the students create parallel,
UDL Components promotes connections to the learners’ experience by perpendicular, and intersecting lines on
having them learn the vocabulary and create line
• Multiple Means of their geoboards.
segments on the geoboards.
Representation
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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle
• Multiple Means for • Multiple Means for Action and Expression:
Action and Expression provide scaffolds by allowing them to use geoboards
• Multiple Means for to create the given line segments.
Engagement • Multiple Means for Engagement: provide tasks
that allow for active participation and
experimentation by allowing them to use and create
Key Question line segments on the geoboards.

Formative Assessment Key Question

Summary How might we represent different kinds of line segments?

Formative Assessment

• The students will apply what they learned about

different line segments to create them on their
geoboards.

Summary

The students will learn about three different kinds of line

segments and will create them using geoboards.

Materials Needed:
• Math Journals
• Pencils
• Geoboard & Geobands (for each student)

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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle

Geoboards:

• The teacher is going to define parallel, perpendicular,

and intersecting lines. Students will write these in their
student journals.

o Line Segment: part of a line that has 2

endpoints.

o Line: straight path that goes on and on in 2

directions.

o Parallel: two lines or line segments that are

always the same distance apart.

o Perpendicular: lines or line segments that

intersect and form right angles.

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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle

o Intersecting: lines or line segments that pass

through the same point.

• Pass Geoboards out to each student.

• Teacher will model how to create each of the line
segments using the geoboards.
• Students will practice creating the different line
segments using the geoboards. The teacher will call out
a line segment, and the students will have to make the
line segments.
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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle
• Once the students have a firm grasp on the line
segments, they can work with a partner and create
different line segments for their partner to figure out.
Activity 2 • Multiple Means of Representation: Present key SMP 3: Construct viable arguments and critique
concepts in one form of symbolic representation by the reasoning of others by identifying line
UDL Components using real world pictures. segments in the picture and providing feedback
• Multiple Means for Action and Expression: about their reasoning.
• Multiple Means of Provide scaffolds that can be gradually released with
Representation increasing independence and skills by having the SMP 4: Model with mathematics by having the
• Multiple Means for teacher model what is expected and gradually students identify and label the parallel,
Action and Expression releasing the students to work with more
perpendicular, and intersecting line segments.
independence.
Key Questions • Multiple Means for Engagement: Provide tasks
that allow for active participation, exploration, and
Formative Assessment experimentation by allowing them to explore and
record line segments on given pictures.
Summary
Key Questions

• Where are line segments found in the real world?

• Which structures are used more for parallel,
perpendicular, and intersecting lines? Why?

Formative Assessment

• Students will be looking at real world structures to find

and identify different kinds of line segments.

Summary

• Teacher will model what is expected with finding and

identifying line segments in real world structures and
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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle
then they will be given real world structures to find
these line segments.

Materials Needed:
• Resource Sheet 2: Line Segment Shapes (for
Teacher’s Modeling)
• Resource Sheets 3A-E: Line Segment Shapes
(for Students use. Pictures increase in difficulty
throughout the document)

Model with real world pictures:

• The teacher will show and model how to find

real world parallel, perpendicular, and
intersecting line segments in the given picture
using Resource Sheet 2: Line Segment Shapes.
• Have the students turn and talk about if they see
any parallel, perpendicular, or intersecting lines.
• Using the pictures from Resource Sheets 3A-E,
pass out a picture to a group of students and have
them identify and record the parallel,
perpendicular, and intersecting line segments.
(Pictures increase in difficulty throughout the
document).
• Students will share some of their line segments
that they found with the class.

Activity 3 • Multiple Means of Representation: Present key SMP 3: Construct viable arguments and critique
concepts in one form of symbolic representation by the reasoning of others by identifying line
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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle
UDL Components using real world pictures and being able to represent segments in the picture and providing feedback
the given information. about their reasoning.
• Multiple Means of • Multiple Means for Action and Expression:
Representation Provide alternatives for students to interact with SMP 4: Model with mathematics by having the
• Multiple Means for instructional materials, physical manipulatives, and students identify and label the parallel,
Action and technologies by using available technology to find perpendicular, and intersecting line segments.
Expression real world line segments.
• Multiple Means for • Multiple Means for Engagement: Design activities
Engagement so that outcomes are authentic, communicate to real
• audiences, and are purposeful by having them find a
Key Questions destination and then present to the class why they
selected that place and the different kinds of line
Summary segments included.

Key Questions

• Where are line segments found in the real world?

• What kinds of structures use more parallel,
perpendicular, and intersecting lines?

Formative Assessment

• Students will find real world examples of given line

segments and must find them, identify them, and
explain why the given line segments were used.

Summary

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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle
• Students will be finding and identifying line segments
in real world structures and explaining why these
structures used the given line segments.

Materials Needed:
• Computers, tablets, or iPod Touches
• Math Journals or blank paper
• Optional: real world pictures for use by students

Apply with real world pictures:

• Option 1: The students will use available technology

(computers, tablets, iPod touches) to find a real
world picture incorporating parallel, perpendicular,
and intersecting line segments. The students will
record each of the parallel, perpendicular, and
intersecting line segments. The teacher can choose
to have them solely record the different line
segments and be prepared to share them or have
them actually draw the structures and record them.
o It is suggested to use Google Maps.
o Some places to research include: Annapolis,
New York City, Philadelphia, or their local
city.
o Students can use the street and/or satellite
view.
o If finished early, the students can search
another location.

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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle
• Option 2: The teacher provides the class with real
world pictures that they can use to identify and label
parallel, perpendicular, and intersecting line
segments.
• Once finished, allow the students to share with their
classmates which place they selected, why they
selected it, the different kinds of line segments
found, and why these line segments are used.

Closure Materials Needed:

• Resource Sheet 4: Exit Ticket – Chuck’s Shape

• Distribute Resource Sheet 4: Exit Ticket – Chuck’s

Shape to each student.
• Allow time for students to complete.
• Collect and review to provide guidance for future
instruction.
• Note: Answer: Choice A is the correct answer
because it has no parallel lines and has a
perpendicular line segment.

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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle
Supporting Information

Interventions/Enrichments
• Special Education/Struggling
Learners
• ELL
• Gifted and Talented
• Special Education/Struggling Learners: The teacher will provide more scaffolds and give the
students limited choices based on the difficulty as to places they will use. The teacher could also
pulled groups to work on specific skills.
• ELL: Review key vocabulary words with the students during the activities to make sure they are
understanding the concepts. Students will also be given vocabulary cards that they can use to aid
their understanding of the vocabulary terms.
• Gifted and Talented: Students can have more freedom as to the location they are researching.
They can also compare different cities and the line segments that they have to identify trends in
specific cities.

Materials • Chart Paper

• Marker
• Resource Sheets 1A-C: Shapes for Sorting
• Math Journals
• Pencils
• Math Journals
• Pencils
• Geoboard & Geobands (for each student)
• Resource Sheet 2: Line Segment Shapes (for Teacher’s Modeling)
• Resource Sheets 3A-E: Line Segment Shapes (for Students use. Pictures increase in difficulty
throughout the document)
• Math Journals or blank paper
• Optional: real world pictures for use by students
• Resource Sheet 4: Exit Ticket – Chuck’s Shape
• Resource Sheets 5A&B: Geometry Vocabulary Cards (for use with ELL students, if needed)

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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and classify shapes by properties
of their lines and angle
Technology • Computers, tablets, laptops, iPod touches for finding real world shapes so the students can find and
identify line segments.

Resources • Google maps

(must be available to all stakeholders)

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 Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and
classify shapes by properties of their lines and angle
Resource Sheet 1A Shapes for Sorting

C A B

D E
F

G H
J

K L

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 Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and
classify shapes by properties of their lines and angle
Resource Sheet 1B Shapes for Sorting

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 Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and
classify shapes by properties of their lines and angle
Resource Sheet 1C Shapes for Sorting

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 Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and
classify shapes by properties of their lines and angle
Resource Sheet 2

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 Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and
classify shapes by properties of their lines and angle
Resource Sheet 3A

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 Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and
classify shapes by properties of their lines and angle

Resource Sheet 3B

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 Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and
classify shapes by properties of their lines and angle

Resource Sheet 3C

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Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and
classify shapes by properties of their lines and angle

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 Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and
classify shapes by properties of their lines and angle
Resource Sheet 3D

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 Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and
classify shapes by properties of their lines and angle

Resource Sheet 3E

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 Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and
classify shapes by properties of their lines and angle

Resource Sheet 5 Exit Ticket: Chuck’s Shape

• Chuck drew a shape with the following properties.

o Perpendicular line segments
o No parallel line segments

• For questions A-D, write ‘yes’ or ‘no’ to show whether each shape below appears to meet the
properties of Chuck’s shape. For each answer, explain why the shape matches Chuck’s shape or
not.

• A.

• B.

o C.

o D.

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 Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and
classify shapes by properties of their lines and angle
Resource Sheet 5A Geometry Vocabulary Cards

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 Grade 4: Unit 4.G.A.1-3 Draw and identify lines and angles, and
classify shapes by properties of their lines and angle
Resource Sheet 5B Geometry Vocabulary Cards

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